Changing Perceptions of Distance Learning

Distance learning is a term that has changed exponentially throughout the ages, but the most rapid changes have occurred in the last twenty to thirty years as the rapid changes in technology have changed the world. In fact, the use of technology for communication of information has become so pervasive that Moller, Foshay, and Huett (2008) state that “it would be almost unthinkable to perform many strategic business functions any other way.” Along with the rapid changes in offerings and platforms for learning, perceptions of quality and effectiveness of learning have evolved, though at a much slower rate. When I first began my own distance learning experience fifteen years ago, the pervasive notion was that online learning was subpar and a poor substitute for “regular” learning, but could work in a pinch. The first course I engaged in online was a course that took the face to face format and put it all online. No thought, order, or changes were made to accommodate the shift to the online sphere. However, today we see courses designed specifically for online delivery, both synchronous as well as asynchronous. These courses are a far cry from the typed lectures, shared articles, and sparse discussion boards of fifteen years ago.

As technology has become more readily available, perceptions have changed as well. What was once a fun tool to have, has now become a part of our everyday lives. With this rapid change in technology and its place in our culture, our lives have also changed with instant access to information as well as learning opportunities. Today, we find many learners engaging in online learning. Whether deployed military personnel taking online courses toward a degree, a high school student engaged in a dual enrollment class, or a busy mom of three working full time and taking courses toward her master’s degree, there are many user of distance learning engaging in a multitude of ways and for a multitude of reasons. Instructional Designers take a pivotal role in creating and implementing distance education on all levels.. Dr. Simonson (states that “Distance education should provide equivalent learning experiences to those in face to face instruction” (Laureate Education, n.d.). This means creating an experience that allows for two way communication and feedback to the learner that ensures mastery of the material is being accomplished along the way.

As an Instructional Designer, my role is first and foremost to meet the needs of my learners. We have to be diligent in seeking technologies that will aid in learning and serve a sustained purposes. We have to seek out learning opportunities that will meet the needs of our learners as they strive to obtain a degree, certification, or simply a learning opportunity.  Part of designing instruction is navigating he nuances in creating a learning opportunity for people from a multitude of backgrounds and experiences. “Because students are coming to the class from a variety of backgrounds and learning experiences, they may be underprepared for the content intended for a particular course, and thus will be frustrated and even unsuccessful in the learning experience” (Simonson, Smaldino,& Zvacek, 2015, p. 131). However, the converse may be true as well, “they may already be familiar with the content and will be bored and uninterested in participating in the class” (Simonson, Smaldino,& Zvacek, 2015, p. 132). When learning is tailored to the needs of the learner, is well thought out and planned, and shows proof in the mastery of learning objectives, then the perceptions of distance learning can continue to change and advance.

Through my own experience in providing a traditionally in person training through an online platform, I have learned a great number of lessons that aid in the promotion and perception of online learning. First, learners may be skeptical when they set out on their first experience with online learning. Setting expectations and allowing learners to share their own expectations is critical. Second, you must do what you say you will do-which sounds simple, but to meet the needs of the learner we have to be careful not to overpromise and not be able to deliver. Third, the learning environment must safe. “Adult learners must feel supported, and when criticism is a part of discussions or presentations made by adults, it is important that clear ground rules be established so comments are not directed toward a person, but instead to concentrate on content and ideas” (Simonson, Smaldino, & Zvacek, 2015, p. 48) Finally, it is critical to remain open to feedback and evolution of the learning experience. The series of online training courses I just completed evolved in many ways to meet the needs of my learners and adjust to the changing demands and accommodations required to ensure we were able to meet and master the objectives we set out to meet.

Where will we be in the next 15 or 20 years with distance learning and instructional design? It’s hard to say. We could not have imagined today’s technologies 15 and 20 years ago and we cannot imagine tomorrow’s technologies and where they will take us. However, one thing remains for certain, learning will continue to grow and adapt to meet the changing needs of learners, the demands they have, and the resources they have available to them. Those who design and create learning opportunities will need to evolve and change with the growth in technologies and changing attitudes toward those technologies. In addition, perceptions of learning will also continue to evolve. Where ten or fifteen years ago, online or distance learning was considered subpar or good enough in a pinch, online learning may soon become the gold standard to accommodate the continuation of education or training in a fast paced, technology driven world.

References:

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), pp. 63-67

Laureate Education (Producer). (n.d.). Theory and distance learning [Video file]. Retrieved from https://class.waldenu.edu

Simonson, M., Smaldino, S., & Zvacek, S. M. (2015). Teaching and learning at a distance: Foundations of distance education. Charlotte, NC: IAP - Information Age Publishing.

Moving to Blended Learning

Your current approach doesn't seem to fit anymore. Learners aren't engaged, there isn't time, it isn't as efficient. Now what? Blended learning may be the answer to ensure learners are engaged while not taking time away from other duties and responsibilities. In addition, the cost effectiveness of distance learning will make training more affordable to deliver to an even wider audience ensuring further consistency and quality within the organization.

Click here for a brief guide on beginning the journey to convert stand up training to a blended learning approach. Guide to Blended Learning Training Approach

Based on my previous post, I've created a mind map that helps to illustrate the key ideas. As you can see, my former definition of distance learning was quite simple-learning conducted outside of a classroom. It could be technology based, and quite often is technology based for delivery. And finally, there may or may not be some matter of interaction via an instructor or peers.

My post, or new definition is a little more extensive. Distance learning must be a two way process that is both collaborative and holds the learner accountable to a certain standard or completion of the tasks required to master the concepts. Finally, it should be responsive to the learner. This extends to learner accessibility as well. Learning should be adaptive based on the learner's needs and requirements to be successful.

I am sure this mind map will grow an additional arm in terms of evolving definition as the weeks move forward in this course. The resources this week have only begun to introduce the scope of distance learning as it exists today.

Distance Learning: Defining an Evolution

Distance Learning

At a glance the name alone denotes learning conducted at a distance. But what does that truly mean? To me, distance learning has always encompassed all learning conducted outside of a classroom whether it is user or instructor driven, and regardless of the type of accountability. Dr. Simonson defined distance learning as “formal education in which the learning group (teachers, students, resources) are separated by geography and sometimes, by time” (Laureate, n.d.). This idea of distance learning has evolved over the course of generations of learners. In the beginning distance learning was done via correspondence course, which then moved to telephone delivery, and then to various iterations via the internet. As technology changes, lives change, and thus our learning must evolve as well. With today’s technology, we are now, more than ever able to replicate a consistent yet personalized mode of learning that is conducive to most any learning style at any stage in life. According to Michael Moore’s (Simonson, Smaldino, Zvacek, 2010) theories of independent study and transactional distance, we can take into account two elements:

1. ·       The provision for two-way communication (dialog), whereby some systems or programs offer greater amounts of two-way communication than others.
2. ·       The extent to which a program is responsive to the needs of the individual learner (structure), whereby some programs are very structure, while others are very responsive to the needs and goals of the individual student.

With these things in mind, my original definition of distance learning being any learning conducted outside of a classroom begins to change. Distance learning must involve a component of accountability to a teacher or facilitator that will further foster and encourage mastery of the ideas and concepts being presented. One of the biggest benefits to distance learning is economic, it is simply more cost effective to conduct distance education or training. In addition, it is more efficient to ensure consistency in message. In fact, the use of technology for communication of information has become so pervasive that Moller, Foshay, and Huett (2008) state that “it would be almost unthinkable to perform many strategic business functions any other way.” In most any career or profession, one will find some degree of distance learning whether training conducted via a Learning Module System (LMS), webinars, teleconferences, or any number of experiences that can be qualified as distance learning.

In my personal experience, I have been engaged in some form of distance learning whether through my own education or my career for the last fifteen years. My very first web based course, taken in 2002, was set up very much like the current courses I am taking toward this degree. We utilized Blackboard, there were posted resources, discussion boards, and assignments. In that way, I have not seen a lot of evolution within the classroom or school environment. Now we do have video based resources, the instructor often will post an instructional video or two throughout the course, and the resources may be more interactive, but the basic premise is essentially the same. In the professional world however, many technological advancements have allowed for further growth in this area.

Currently I serve in the training department for a large, franchise based, supplemental education company. Due to the nature of our business, we are required to conduct training virtually as a savings measure in both time and money. Ten years ago, when I was trained for my first remote position I was assigned a number of videos, I conducted a phone call with my supervisor, and that was it. The training I deliver today is live, web based training on a platform that allows for multiple levels and types of interaction throughout the duration of the course. In addition, learners are able to customize their experience to meet their needs in real time.

Distance learning is something that is difficult to define in a very exact manner due to the fact that it is constantly changing and evolving with the technology it utilizes. When we look back five, ten, twenty years to now, and then look ahead, we can only imagine what will soon be available to us for delivery of distance learning.

Resources:

Laureate Education (Producer). (n.d.).  Distance education: The next generation [Video file].  Retrieved from https://class.waldenu.edu 

Moller, L., Foshay, W., & Huett, J. (2008).  The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development).  TechTrends, 52(3), pp. 70-78

Simonson, M., Smaldino, S., & Zvacek, S. (2015).  Teaching and learning at a distance: Foundations of distance education. pp. 31-40